A utilização de metodologias ativas no processo de ensino-aprendizagem na educação superior valoriza o desenvolvimento profissional do sujeito considerando, além do conhecimento técnico, as ...habilidades sociais, afetivas e emocionais, sendo uma contraproposta ao método passivo tradicional. Neste sentido, o objetivo deste trabalho é mapear pesquisas empíricas sobre o uso de metodologias ativas de ensino nos cursos de administração e ciências contábeis no Brasil entre 2011 e 2021. O estudo caracteriza-se como descritivo, documental e quantitativo, e utiliza a abordagem da bibliometria para a identificação de trabalhos e análise de dados. A pesquisa foi realizada nas bases de dados Portal CAPES e Google Scholar. A busca inicial retornou 66 trabalhos, e após a aplicação de cinco critérios, restaram 18 trabalhos para a análise. A análise foi conduzida em linha com as leis de Bradford, Lotka e Zipf da bibliometria. Os resultados indicam os periódicos com maior número de publicações no período, o momento de crescimento na publicação de estudos, metodologias ativas mais disseminada, autores mais citados, entre outras decorrências do estudo. Além disso, na análise das experiências de aplicação das metodologias ativas em sala de aula, nota-se que as metodologias cumprem o papel de desenvolvimento de habilidades sociais, em consonância com a literatura, e motivam a participação dos acadêmicos em sala de aula, sendo consideradas superior que o método tradicional de ensino na percepção dos alunos.
Improved Learning in a Large-Enrollment Physics Class Deslauriers, Louis; Schelew, Ellen; Wieman, Carl
Science (American Association for the Advancement of Science),
05/2011, Letnik:
332, Številka:
6031
Journal Article
Recenzirano
We compared the amounts of learning achieved using two different instructional approaches under controlled conditions. We measured the learning of a specific set of topics and objectives when taught ...by 3 hours of traditional lecture given by an experienced highly rated instructor and 3 hours of instruction given by a trained but inexperienced instructor using instruction based on research in cognitive psychology and physics education. The comparison was made between two large sections (N = 267 and N = 271) of an introductory undergraduate physics course. We found increased student attendance, higher engagement, and more than twice the learning in the section taught using research-based instruction.
The aim of this study is to examine the trends and main findings of the studies concerning the flipped classroom method in the field of English language teaching (ELT). For this purpose, databases ...including Web of Science, Eric, Taylor & Francis and the Educational full text EBSCO were reviewed, and a total of 43 articles were analysed. Systematic review was used as the research methodology. The articles were analysed utilising a content analysis method. The findings of the study revealed that the flipped classroom method in ELT gained popularity among researchers after 2014, and the number of the studies in the field rapidly increased in the last two years (2016-2017). In addition, the most commonly used research methods in flipped classroom in ELT studies were found to be mixed and quantitative methods. In the examined studies, speaking and writing abilities were the most commonly studied language skills. Further analysis revealed challenges, as well as benefits related to the use of the flipped classroom method in English as a foreign language (EFL) classroom. Additionally, in studies reviewed concerning the effectiveness of the flipped classroom methods, the findings mostly pointed to the benefits of the flipped classroom method. On the basis of the review, various suggestions are made for practitioners and future research.
Primary-grade teachers face an important challenge: teaching children how to read while enabling them to build good habits so they fall in love with reading. Many teachers find the independent ...reading workshop to be the component of reading instruction that meets this challenge because it makes it possible to teach the reading skills and strategies children need and guides them toward independence, intention, and joy as readers. In "Growing Readers," the author helps teachers plan for independent reading workshops in their own classrooms. She describes the structure of the independent reading workshop and other components of a balanced literacy program that work together to ensure young students grow into strong, well-rounded readers. Kathy outlines a sequence of possible units of study for a yearlong curriculum. Chapters are devoted to the individual units of study and include a sample curriculum as well as examples of mini-lessons and reading conferences. There are also four "Getting Ready" sections that suggest some behind-the-scenes work teachers can do to prepare for the units. Topics explored in these units include: (1) print and comprehension strategies; (2) reading in genres such as poetry and nonfiction; (3) connecting in-school reading and out-of-school reading; and (4) developing the strategies and habits of lifelong readers. A series of planning sheets and management tips are presented throughout to help ensure smooth implementation. Teachers want students to learn to read, and they want them to love to read. To do this teachers need to lay a foundation on which children build rich and purposeful reading lives that extend beyond the school day. The ideas found in this book create the kind of primary classrooms where that happens. Following a foreword by Lucy Calkins and a preface, the book is divided into the following chapters: (1) Creating Classrooms for Learners, Thinkers, and Talkers; (2) Experiences in Literacy throughout the Day; (3) Units of Study in a Primary Reading Workshop "Getting Ready: Setting the Tone and the Bottom Lines"; (4) Readers Build Good Habits "Getting Ready: Behind-the-Scenes Work"; (5) Readers Use Strategies to Figure Out Words "Getting Ready: Talk amongst Yourselves"; (6) Readers Think and Talk about Books to Grow Ideas "Getting Ready: Finding Reading Mentors and Setting Up Reading Centers"; (7) Readers Pursue Their Interests in Books and Other Texts; and (8) Readers Make Plans for Their Reading Lives. The book concludes with an appendix; bibliography; and an index.
While existing notions of experiential learning help reveal the key process and components of learning from a student's perspective, how facilitators make sense of and learn from the dynamics of ...experiential learning are often overlooked. Given their crucial role in shaping experiential learning, it is important to create a deepened empirical understanding of instructor experiences, challenges, and practices for experiential teaching. In this paper, we examine instructors' reflection, sensemaking, and lessons learned as they encounter critical incidents in their own practice. We present our data through a process model that describes instructors' dynamic interactions with learners, starting with what we call "the spark." By revealing how instructors engage in and respond to unscripted moments in experiential teaching, we offer a fuller picture of the relational dynamics that shape their practice. Our findings problematize the existing notions of experiential learning by showing how co-emergence plays out in intra- and interpersonal interactions with the surrounding ecosystem. By introducing an enactive lens, we provide a novel perspective that we present as a "dance," linking vulnerability and the creation of brave-not merely safe-spaces for learning. We highlight the need for adaptive approaches for instructors to help build experiential expertise.
Production operation is an important link in the teaching of drug production training course. It is of great significance to improve students’ understanding of basic knowledge and mastery of ...production norms.This paper probes into the reform and exploration of the teaching practice model of drug production by combining virtual simulation experiment teaching with practical operation.The implementation results show that by using virtual reality game elements and modes, the teaching mode combining serious game form with practical operation can stimulate students’ enthusiasm in learning, improve the interest of learning, facilitate the cultivation of students’ innovative ability and practical ability, and improve the teaching effect.Because this teaching method deeply integrates education, ideological and political education, cultivating students’ knowledge, ability and accomplishment, it helps to shape students’ correct values and outlook on life, enhance students’ dedication and sense of responsibility to participate in socialist construction and reform, and train students to coordinate interpersonal relations, learn to cooperate with groups, and improve their adaptability to employment in the future.
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